Outcome
Type |
Measure |
Description |
Time frame |
Safety issue |
Other |
Change in Verbal memory as measured by Hopkins Verbal Learning Test, Revised |
Hopkins Verbal Learning Test, Revised (HVLT-R) is a measure of verbal memory. It provides a brief assessment of immediate recall, delayed recall and delayed recognition. Subject is read a series of nouns in several categories, and the asked t repeat these nouns by writing them on a piece of paper. The test is repeated three times, and each time the score is a count of how many nouns were remembered by the subject. The second phase of the test involves delayed recall, which is administered after about 20 minutes from the original test. subject needs to write down all the nouns they remembered and these are counted. There is a maximum of 12 correct responses during delayed recall, so max score is 12 |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Other |
Change in visuospatial memory as measured by Brief Visuospatial Memory Test, Revised (BVMT-R) |
Brief Visuospatial Memory Test, Revised (BVMT-R) is a measure of visuospatial memory. In three Learning Trials, the subject views a stimulus page showing an geometric figure for 10 seconds, and there are 6 drawings presented. Then the subject is asked to draw as many of the figures as possible in their correct location on a page in the response booklet. A Delayed Recall Trial is administered after a 25-minute delay. Last, a Recognition Trial, in which the respondent is asked to identify which of 12 figures were included among the original geometric figures, is administered. Raw scores will be used, with higher numbers representing better outcomes. Raw score range is 0 (worst outcome) to 6 (best outcome) |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Other |
Change in cognitive function as measured by the Montreal Cognitive Assessment Test score |
Montreal Cognitive Assessment (MoCA) is a standardized test of cognitive function. It consists of question in several cognitive domains and has a maximum score of 30. Cognitive function is considered normal for scores above 26, with scores below 18 being indicative of severe cognitive impairments. Higher score is better. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Other |
Change in score for Boston Naming Test of naming objects |
Boston naming test uses line drawings of objects of graded difficulty. Subject is ask to name (i.e. find nouns associated with) the object depicted in the line drawings. Scoring is based on how many objects (out of 80) were correctly named. Higher score means better cognitive function. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Other |
Blood pressure measured with medical meter |
Systolic and Diastolic Blood pressures measured before, mid way and at end of every experimental session. |
through study completion, an average 5 weeks from enrollment |
|
Other |
Heart rate measured with medical meter |
Heart rate measured before, mid way and at end of every experimental session. |
through study completion, an average 5 weeks from enrollment |
|
Primary |
Change in Fugl-Meyer Assessment score for upper extremity function (UE sub-set) |
Upper Extremity Mobility and function. It is scored from 0 (minimum score) to 66 (maximum). The higher the score, the better, with 66 indicating normal upper extremity function. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Primary |
Change in Cognitive executive function assessment score |
Trail Making Test B (TMT-B), Neuropsychological Assessment Battery (NAB) Executive Functioning Module. This is a timed test (seconds) with less time indicative of better executive function. No scale. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in Arm Range of Motion |
Measurement of active movement range for shoulder, elbow, and wrist. Measured with a mechanical goniometer, higher angular values indicating larger movement range. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in Grasp strength for whole hand (power grasp) and finger pinch |
Grasp strength and pinch strength measurements using dynamo-meter and pinch meter, respectively. Measured three times for maximal exertion, then averaged. Higher values are better, indicating less hand weakness. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in Finger Range of Motion measured with mechanical goniometer |
finger extension/flexion range for proximal-metacarpal joints. Measured with mechanical goniometer |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in Upper extremity functional index (UEFI-20) of independence in activities of daily living |
Self report of degree of independence in activities of daily living (ADLs). Consists of 20 questions, each scored on a 5 point scale with 0 complete dependence (unable to perform task) to 4 independence in a tasks. Minimum score is 0 (subjects is unable to perform any of the 20 listed tasks to 80 complete independence in all 20 ADLs. Higher score is better outcome. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in Stroke Impact Scale (SIS) measuring impact of stroke on independence in daily activities |
Self report of degree of independence in activities of daily living (ADLs). Consists of questions, each scored on a 5 point Likert scale with 1 complete dependence (unable to perform task) to 5 independence in a tasks. Minimum score is 0 (subjects is unable to perform any of the 20 listed tasks to 80 complete independence in all 20 ADLs. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in CAHAI 9 Score of independence in bimanual ADLs |
Chedoke Arm and Hand Activity Inventory, reflecting ADL independence in simulated bimanual ADLs. It consists of 9 tasks, each scored from 1 to 7, where 1 indicates need for total assistance (typical of very weak arms) to 7 indicating total independence in the task. Score range is 9 (minimum) to 63 (maximum) |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Game % Score (baseline and performance) in therapeutic games |
BrightBrainer game performance %, with each game being scored individually. Scores converted to % of task achieved with range of 0% (worst outcome) to 100% (best outcomes). |
through study completion, an average 5 weeks from enrollment |
|
Secondary |
Game difficulty levels |
BrightBrainer game difficulty settings, indicating game play intensity and challenge. Each game has levels from 1 (easiest) to 10 (hardest). Higher difficulty the subjects is able to play a game at represents a better outcome. |
through study completion, an average 5 weeks from enrollment |
|
Secondary |
Average game difficulty levels per session |
BrightBrainer game difficulty averaged for all games played in a session. Higher average difficulty is indicative of higher function with 1 (easiest) to 10 (hardest). Higher average game difficulty represents a better outcome. |
through study completion, an average 5 weeks from enrollment |
|
Secondary |
Participants' feedback through subjective evaluation of the system |
Subject feedback and overall ratings on BrightBrainer games, rated on a Likert scale with 1 being least desirable (strongly disagree) to 5 being most desirable rating (strongly agree). |
at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in Verbal attention as measured by the Neuropsychological Assessment Battery |
Attention module digit span tests verbal attention when subject is spoken a sequence of digits, then asked to repeat that sequence. Subjects is spoken 10 sequences of increasing length of digits (between 1 and 9). Score is 1 if sequence is repeated correctly, 0 otherwise. Min score 0 means no spoken digit sequence was repeated correctly, 10 is maximum score, all sequences were repeated correctly by subject. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in visual attention as measured by Neuropsychological Assessment Battery |
Visual attention measured with the dots test of the Neuropsychological Assessment Battery (NAB). This is a delayed recognition span paradigm, in which an array of dots is exposed for a brief period, followed by a blank interference page, followed by a new array with one additional dot. The subject needs to point to the "new" dot. Test administered 3 times, minimum score 0 (none of the new dots found) to maximum 3 (all 3 new dots found). |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Change in Beck Depression Inventory II (BDI II) score, a measure of depression severity |
participants' depression measure with higher scores indicating higher severity (worse mood). Score range is 0 to 63, with 0 indicating normal mood (no depression), 1-13 minimal depression, 14-19 mild depression, 20-28 for moderate and 29-63 severe depression. |
Change between baseline, at 3 weeks and at 5 weeks post enrollment |
|
Secondary |
Caregiver evaluation of experimental system |
Rating of system perceived benefit to the person the caregiver cares for. Rating uses a Likert scale with 1 being least desirable outcome and 5 most desirable one. |
at 5 weeks from enrolment |
|